Conservation, culture, and the classroom: Place-based education for cultural continuity

This article examines how conservation can disrupt indigenous Batwa cultural systems and marginalise traditional ecological knowledge, drawing on scoping fieldwork in Southwestern Uganda. It argues that place-based education can support cultural continuity by recognising traditional ecological knowledge as embodied and relational, rather than anecdotal. The article proposes a rights-based approach grounded in community ownership, intergenerational learning, and curriculum co-design, while emphasising safeguards against knowledge extraction.